1 / 32

Week 3 unit 1

Week 3 unit 1. Monday February 3 rd JA #6 use at least three of the images on this slide to create or tell a story – must be 150+ words – 5minutes!. Objectives: /aka what I’m learning: the objectives outlined on the following slides

lucien
Download Presentation

Week 3 unit 1

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Week 3unit 1

  2. Monday February 3rdJA #6 use at least three of the images on this slide to create or tell a story – must be 150+ words – 5minutes! Objectives: /aka what I’m learning: the objectives outlined on the following slides I can catch up on last week’s work – focused on the objectives and keeping pace with Mr. Norton!

  3. Thursday January 30thJA #4 What makes something or someone smart? Explain. • Objectives: /aka what I’m learning: 1) the objectives for the unit and the goals. 2) what the first assessments will require 3) how to collect evidence for the paper 4) how technology makes our world better – beggar robot 5) review verbs 7) review parallelisms 8) how well I know basic grammar elements 8) how to do an effective Aow and why to practice AoW • I can understand the Assessment for this unit – the Scientific paper • I can use the science quote collector for my paper and begin with viewing the following video: • I can take more grammar notes on verbs and parallelisms to prep for the quiz • I can do a take away #3

  4. verbs • Express actions or states of being (helping verbs – 23 of them) which indicate tense – time • How to tell the main verb in a sentence – it will change form with a change in tense (time) e.g. I walk today. I walked yesterday. I will walk tomorrow. • In a sentence find the verb and ask who or what is doing the verb – this will be your subject (what the sentence is about – the focus) and it must agree with the verb e.g. I sing not I sings, girls sing not girls sings.

  5. Parallel Structure • Parallel structure means using the same pattern of words to show that two or more ideas have the same level of importance. This can happen at the word, phrase, or clause level. The usual way to join parallel structures is with the use of coordinating conjunctions such as "and" or "or." • 1. Words and Phrases • With the -ing form (gerund) of words: • Parallel: Mary likes hiking, swimming, and bicycling. • With infinitive phrases: • Parallel: Mary likes to hike, to swim, and to ridea bicycle.ORMary likes tohike, swim, and ridea bicycle. • (Note: You can use "to" before all the verbs in a sentence or only before the first one.) • Do not mix forms. • Example 1 • Not Parallel: Mary likes hiking, swimming, and to ridea bicycle. • Parallel: Mary likes hiking, swimming, and ridinga bicycle. • Example 2 • Not Parallel: The production manager was asked to write his report quickly, accurately, and in a detailed manner. • Parallel: The production manager was asked to write his report quickly, accurately, and thoroughly. • Example 3 • Not Parallel: The teacher said that he was a poor student because he waiteduntil the last minute to study for the exam, completedhis lab problems in a careless manner, and his motivation was low. • Parallel: The teacher said that he was a poor student because he waiteduntil the last minute to study for the exam, completedhis lab problems in a careless manner, and lackedmotivation.

  6. Parallel practice • Directions: For each of the following sentence pairs, identify the sentence that is written using correct parallel structure. • _____1. A. She was healthy, wealthy, and a regular reader of my column. • B. She was healthy, wealthy, and knowledgeable. • _____2. A. He was handsome, brave, and helpful. • B. He was handsome, brave, and the sort of person who would do anything for you. • _____3. A. For her birthday, Marsha received a cake, some clothes, and she got a new CD player. • B. For her birthday, Marsha received a cake, some clothes, and a new CD player. • _____4. A. Jack is a sports announcer, an alcoholic, and he is very confused. • B. Jack is a sports announcer, an alcoholic, and a confused person. • _____5. A. She likes to listen to music and reading the latest novels. • B. She likes to listen to music and to read the latest novels. • _____6. A. He spent his time studying Spanish, working at the convenience store, and jogging every afternoon. • B. He spent his time studying Spanish, working at the convenience store, and he jogged every afternoon.

  7. Parallel StructureDirections: correct the following sentences so that they read in a parallel manner: • Keller quickly learned to understand words spelled into her hand, to read Braille, and typing. • My favorite pastimes include reading, gardening, and walks. • Slang is highly informal speech that includes words used in new ways, shortened words, and they might be entirely new words. • Images like “miniature thunder” and “curtain of falling flakes” show the poet’s familiarity with rural life and also that he was comfortable with the natural world. • Much of Dickens’s success in Great Expectations is due to his great skill at characterization and structuring of plot.

  8. Directions: For each of the following sentence pairs, identify the sentence that is written using correct parallel structure. • _____1. A. In the facility construction stage, trees are often wounded by trenching, blacktopping, and by changing the grade. • B. In the facility construction stage, trees are often wounded by trenching, blacktopping, and changing the grade. • _____2. A. People inflict many wounds by pounding nails into trees, burning them with lanterns, and damaging their roots with vehicles and heavy equipment. • B. People inflict many wounds by pounding nails into trees, lantern burns, and damaging their roots with vehicles and heavy equipment. • _____3. A. The room was beautiful, the service impeccable, and I've never tasted better food in my life. • B. The room was beautiful, the service impeccable, and the food was delicious. • _____4. A. The Budget Information System is a query system, the database is small, and we need to recognize the fact that the response time is unacceptably long. • B. The Budget Information System is a query system, the database is small, and the response time is unacceptably long. • _____5. A. Declining trees have a higher probability of branch failures and of dying prematurely. • B. Declining trees have a higher probability of branch failures and of premature death.

  9. Friday January 31stJA #5 What are the potential advantages and problems of having law enforcement cameras recording all public places? • Objectives: /aka what I’m learning: 1) how to take effective citations for research and writing papers 2) how to evaluate and think like an evaluator for an ACT essay 3) practice writing an ACT prompt in timed circumstances 4) reflect on learning 5) read andinterpret/show understanding of reading 6) practice independent reading • I can understand How to cite sources from the handout and practice it when taking notes for my science paper. • I can hand in AoW#1and I can think about the 3Ps and evaluate it with a score of A B C D or F according to the 3Ps – example on next slide • I can Read and answer the questions to “The Machine That Won the War” on my own and have them completed by tomorrow. • I can write my take aways up to #5 • Next slide for completed last week!

  10. Tuesday February 4thJA #7 How has technology been affected by war? How has the “war” technology affected society? • Objectives: /aka what I’m learning) 1) assess writing of peer 2) submit my own writing for assessment 3) create a portfolio for my work 4) how to use commas correctly and how to identify usage with a collaborator 5) understand what makes sci-fi, sci-fi 6) read and interpret/show understanding of reading • I can on my own time – add a folder with my name to the Google folder of Norton’s that is for portfolios. See next slide. • I can write a timed ACT style essay (30 minutes) • I can take notes on Sci-fi from the next slides • I can take notes on commas and do the ACT practice with my partner and hand it in. • I can hand in my answers to the “Machine That Won the War”

  11. portfolios • http://tiny.cc/ela3bportfolios • I can go to website and find the folder for my hour • I can create a folder with my name and add it to the folder for my hour • I can create folders in my folder labelled as journals, essays, other

  12. Science Fiction & technology Unit

  13. Sci fi notes – put in your notes • Science fiction is often based on scientific principles and technology. • • Science fiction may make predictions about life in the future. • • Science fiction often deals with aliens or with life on other worlds. • • Science fiction can comment on important issues in society

  14. What is Science Fiction? Science fiction is a genre (or form) of fiction that explores imaginary possibilities and consequences of developments in science and technology. It is an extremely broad category of genre, crossing over into other areas of fiction including horror, fantasy and historical fiction. Whereas the setting of science fiction stories may occur in the future, in an alternate galaxy or in an altered present, the thematic concerns of sci-fi tend to reflect a mixture of universal questions regarding humanity and the contemporary contexts of their composers. Put another way, science fiction plays with answers to the big scientific questions we ask of our imaginations: WHAT WOULD HAPPEN IF ...?

  15. Opening Activity for “The Machine That Won the War” by Isaac Asimov • Please copy the following information into your notes: • Lamar Smith: The Executive Director of the Solar Federation, the oldest, looks “the most tired” • John Henderson: in charge of supplying the data for Multivac • Max Jablonsky: Chief Interpreter of the science’s oracle (what is his job based on this title?)

  16. Multivac • Multivac is the name of a fictional supercomputer in many stories by Isaac Asimov from 1955 to 1979. According to his autobiography In Memory Yet Green, Asimov coined the name in imitation of UNIVAC, the early mainframe computer. While he initially intended the name to stand for "Multiple vacuum tubes", his later story "The Last Question" expands the AC suffix to be "analog computer".

  17. Post-Reading Activity for “The Machine That Won the War” • In science fiction. a writer creates settings. characters, and situations that are not found in reality. These changes rely on real scientific knowledge and on predictions based on that knowledge. Science fiction frequently is set in the future and/or on other planets. Writers consider the effects of scientific possibilities on human beings. Unlike fantasy. science fiction depends on situations that are true to life or possible in the real world. even though the setting is made up.

  18. Tuesday February 7thJA #7 If you were the best chess player in the world and could choose your next match from one of the following, which would you choose and why : an undefeated #2 player in the world or an undefeated “super-computer”? • Objectives: 1) explain the journal 2) practice identifying usage of vocab 3) identify style and how it is used 4) practice ACT type style questions 5) assess ACT style question understanding 6) finish reading and showing comprehension and application of unit objectives in “The Machine That Won the War” • Vocab review – next slides • ACT lesson – writing and identifying “Style” as an element of rhetoric • Quiz on Style • Finish “The Machine that Won the War” • Independent reading – record in reading log

  19. Wednesday February 5thJA #8 Describe two examples in which technology unites and divides communities: • Objectives: /aka what I’m learning 1) use listening skills to take notes and draw assumptions based on lecture and article read 2) read and identify elements of imagery 3) I can review and understand correct usage of quotation marks and parantheses 4) practice more ACT style analysis reading skills • I can evaluate someone else’s essay using the rubric provided and the principles (PEEL) from the next slides • I can write a reflections to my tech survey and the beggar robot – see slide • I can take notes on and do Grammar practice on quotations and parentheses • I can practice Notes on listening - taking notes while listening to articles about – driverless cars p.172 • I can read “The Pedestrian” and complete the questions • I can hand in my answers to quotation and parentheses practice • I can do take away #7

  20. Reflective writing • I can reflect and consider my performance on the tech survey and write my response in my notes, not my journal. • I can watch the video and collect information for essay: http://www.sasosedlacek.com/anglesko/projects_beggar.htm • I can Respond to the video and as I watch it, write down 5 thoughts that come to my mind • I can share with someone else my responses and discuss the video, we can list 5 facts from the video and create 3 questions we have about it and hand it in with our notes (10 minutes)

  21. AoW videos Korean prison robot and robot cheetah • https://www.youtube.com/watch?v=-TsgEKdGCdU • https://www.youtube.com/watch?v=t4OCko9Ws6M

  22. Thursday February 6thJA #9 “The Pedestrian” shows that even though technology is moving forward, that doesn't mean that things are better. There are negative effects, too, what are some of them in our society ? Objectives: /aka what I’m learning1) answer and discuss the journal question 2) assess responses to the assigned reading 3) practice deeper reading skills per AoW #2 3) practice timed reading and answering questions 4) assess grammar retention and application I can Hand in my answers to “The Pedestrian” after taking the ACT style quiz over it. I can do the reading practice on the “Wired for Distraction” Time magazine– I can do the article as AoW #2 and do the instructions for it: create 5 ACT type questions – handout, the annotating and making questions and have it done by Friday (tomorrow). I can do ACT reading practice passage #2 and record the results on my score sheet I can do my best on the timed grammar quiz3 commas, quotations etc. I can SSR my book or AoW #2 when done. I can do take away #8

  23. Friday February 7thJA #10 FWF (7 minutes) • Objectives: /aka what I’m learning: 1) how other read the article 2) how others answered my question 3) how we understand and what meanings we share regarding the reading 4) how to apply ACT strategies to my reading comprehension skills 5) identifying the big ideas of the unit in the assigned AoW 6) reflect on my writing responses to the journal prompts and defend my assessed grade for my writing 7) reflect on my daily learning • I can do ACT reading practice quiz passage #3 and record my results • I can Hand in journals and notes – highlight 2 that demonstrate my best performance and write a paragraph under today’s entry explaining why I deserve the grade I should receive for my journals and notes • I can hand in my AoW #2 after sharing my questions with someone else and answering 2 of that person’s questions. • I can Read AoW#3 on reading dogs’ minds due Monday as ACT reading practice. Be sure to follow the directions! • I can read the “bar graph” FAST-R passage as AoW #4 and be ready for an ACT style quiz and writing practice on it Monday! • I can do take away #9

  24. Week 4

More Related